The Influence of Early Childhood Mathematical Experiences on Teachers’ Beliefs and Practice

This study follows in the tradition of research into the relationship between teachers’ espoused beliefs and their enacted practices (Beswick, 2007; Skott, 2009; Thompson, 1984). It draws on a multiple case study of the whole class interactive phases of the mathematics lessons of six English primary teachers and the rationales they offer for their actions. The data yielded two distinct groups of three teachers, essentially defined, as I explain below, by their early mathematical experiences. All six teachers were similarly qualified, were enthusiastic teachers of mathematics and considered, by their colleagues and others, as ambassadors for the subject. It came as a surprise, therefore, when my analyses highlighted not only substantial differences in practice-related beliefs and the enactment of those beliefs but also the ways in which early childhood influences had moulded such different teachers. Three elements of teachers’ practice were identified in the larger study: mathematical intentions, pedagogical approaches and classroom norms. In this paper, due to reasons of space, I report on classroom norms (Yackel & Cobb, 1996), and on two of the six teachers, one representative of each group, to highlight the resonance between beliefs, practice, and early childhood experiences.